Curriculum access

The learning context is very important to consider when planning learning for students with dyslexia. The context has the potential to exacerbate or minimise the difficulties experienced by learners. The following contextual factors should be considered:

Classroom environment – layout of classroom, position of desks, amount of light, noise levels, informal or formal classroom routines.

Learning style – large group/small group teaching, opportunities for individualised learning.

The nature of the task and the materials/resources available.

Environmental factors can be examined by observing how the child performs in different settings with different types of support. This will provide useful information when developing programmes for students to help them use their own learning style. The proforma example shown in Table 6.1 suggests that planning for learning and preparing differentiated materials needs to incorporate information from a range of sources. It is also important to set this against the learning context. When completing this type of proforma it is also necessary to consider the environment and how adjustments might need to be made. Table 6.1 Planning for differentiated learning https://www.niso.org/standards/z39-96/ns/oasis-exchange/table"> Planning for Differentiated Learning 1. Learning Outcomes Assessment for data collection (teacher records) – Performance Standards, checklists, journals, observations, Portfolios etc. 2. Content (concepts, vocabulary, facts) Skills 3. Activate-Focus Activity (to activate and engage the learner) Assessment for learning (to inform instruction)

Brainstorm

Journals

Quiz, test

K,W,L

Draw It

Survey

_________

_________

4. Acquire *Whole group and/or small group

*Instruction is differentiated to ensure

each student meets expectations

Inquiry

Project

Presentation

Demonstration

Jigsaw

Video

Field Trip

Guest Speaker

Text

Technology Support

5. Apply and Adjust *Grouping decisions (random, task,

heterogeneous, homogeneous, interest, etc.)

Who will help? Who will help? How will they support?

How will they support? How will they support? How will they support?

Learning Centres

Projects

Contracts

Compact/Enrichment

Problem Based

Inquiry

Research

Independent Study

__________

__________

6. Assess and Monitor *Criteria for meeting expectations

Presentation

Demonstration

Products

Log, journal

Checklist

Portfolio

Rubric

Quiz, test

__________